Cupe 2331 Temporary Specialized Educational Worker

YORK CATHOLIC DISTRICT SCHOOL BOARD

Specialized Educational Worker - Itinerant

CUPE 2331 - BAND 8

**Position Summary**:
Under the supervision of the Behaviour Resource Supervisor (BRS), the Itinerant Specialized Educational Worker (SEW) will work directly with students from K-12, with moderate to severe learning, safety, and/or physical needs. In collaboration with the school team (Principal, Vice-Principal, Special Education Department Head, Special Education Teacher, Classroom/Subject Teacher) and Multidisciplinary Teams, the SEW will provide and support non-academic components of the student’s program as it relates to his/her social/emotional, self-regulation/safety, and/or mental health needs. The SEW will be expected to assist the student in developing skills that will allow for safe participation in the educational setting by employing a broad range of accommodations and strategies to foster student independence. The SEW will support the day-to-day implementation of the student’s program as outlined in his/her Individual Education Plan (IEP).

The assignment location will be determined at the discretion of the Board, based on student needs, wherein incumbents to this role are expected to travel from worksite to worksite, as determined by the Board. The assignments will consist of intensive, short-term support ranging in duration. The SEW is expected to work with one or more student(s) or between more than one location. The Board reserves the right to transfer the SEW between locations, with mínimal notice, depending on student and system needs.

**Major Responsibilities**:
Provide direct support to student(s) during both instructional and non-instructional times through coaching, modeling and generalization of appropriate strategies;
Ensure safety and supervision of student(s) throughout the school day unless directed otherwise by Supervisor of BRS/Principal/Department Head of Special Education;
Respond to and deliver strategies to address high risk, crisis situations utilizing the Behaviour Management Systems (BMS) continuum and following Student Safety Plans and Positive Behaviour Support Plans, as required;
Assist with conflict resolution and implement non-academic, evidence based self-regulation programs within the school community settings;
Support individual student goal setting and assist with tracking, observing, monitoring and charting of student behaviour for appropriate intervention, including daily logs and goal attainment.

Support and assist students with special needs such as physical disabilities, developmental delays, behaviour disorders and acquired brain injuries that also have complex medical needs or safety needs in a variety of educational settings and work placements as required;
Where applicable, assist with medical routines that may include, but not limited to, the administration of medication, feeding, dressing, toileting, catheterization, hygiene, and lifting.

Work collaboratively with the school team and Student Services team to support the student as he/she works towards expectations outlined in the student’s IEP;
**Qualifications, Experience and Skills**:
Diploma from a community college in a field related to child/youth development, behaviour management and social problem solving skill development.

Certification from an accredited Ontario institution in any of the following (or related) programs;
Autism Behaviour Science Post-Graduate Certificate Behaviour Science Technician

Criminal Justice Worker Personal Support Worker

Developmental Service Worker Social Service Worker

Registered Practical Nurses Diploma Child Youth Care Practitioner

Community Service Worker

1 to 2 years of recent and relevant clinical experience in a non-academic setting (e.g., Youthdale, CAMH, etc.) with at-risk children and/or youth or extensive experience working in a reduced-ratio behavioural classroom with children/youth with complex social, behavioural, emotional and/or mental health needs.

Expertise in addressing complex social and emotional needs.

Updated and valid Practitioner certificate in an “approved” Crisis Intervention Training Program: Non-Violent Crisis Intervention,

Behaviour Management Systems, UMAB.

Experience in working with children across the range of exceptionalities including those generalized developmental delays.

(e.g., FASD, ASD, Downs Syndrome, Conduct Disorder, ADHD, ODD, etc).

Excellent oral and written communication and interpersonal skills.

Able to implement and support social learning and systems theories.

Reliable transportation as travel between schools is required, automobile preferred.

Must have current First Aid/CPR training.

Additional training in ABA/FBA, ASIST, SafeTalk, trauma-informed care, addictions, (etc.) considered an asset

The above position is posted in accordance with CUPE 2331 Collective Agreement Article 12.01. The salary will be as per placement on the Salary Grid of the current CUPE 2331 Collective Agreement.

We